Cognitive load of critical thinking strategies

Critical thinking is important for today\u27s life, where individuals daily face unlimited amounts of information, complex problems, and rapid technological and social changes. Therefore, critical thinking should be the focus of general education and educators\u27 efforts (Angeli & Valanides, 2009; Oliver & Utermohlen, 1995). Despite passively agreeing or disagreeing with a line of reasoning, critical thinkers use analytical skills to comprehend and evaluate its merits, considering strengths and weaknesses. Critical thinkers also analyze arguments, recognizing the essentiality of asking for reasons and considering alternative views and developing their own point of view (Paul, 1990). Kuhn and Udell (2007) emphasize that the ability to participate in sound argument is central to critical thinking and is essential to skilled decision making. Nussbaum and Schraw (2007) emphasized that effective argumentation includes not only considering counterarguments but also evaluating, weighing, and combining the arguments and counterarguments into support for a final conclusion. Nussbaum and Schraw called this process argument-counterargument integration. The authors identified three strategies that could be used to construct an integrative argument in the context of writing reflective essays: a refutation, weighing, and design claim strategy. They also developed a graphic organizer called the argumentation vee diagram (AVD) for helping students write reflective essay. This study focuses on the weighing and design claim strategies. In the weighing strategy, an arguer can argue that the weight of reasons and evidence on one side of the issue is stronger than that on the other side. In a design claim strategy, a reasoner tends to form her opinion or conclusion based on supporting an argument side (by taking its advantages) and eliminating or reducing the disadvantages of the counterargument side. Based on learning other definitions for argumentation, I define argumentation in this study as a reasoning tool of evaluation through giving reasons and evidence for one\u27s own positions, and evaluating counterarguments of different ideas for different views. In cognitive psychology, cognitive load theory seems to provide a promising framework for studying and increasing our knowledge about cognitive functioning and learning activities. Cognitive load theory contributes to education and learning by using human cognitive architecture to understand the design of instruction. CLT assumes limited working memory resources when information is being processed (Sweller & Chandler, 1994; Sweller, Van Merriënboer & Paas, 1998; Van Merriënboer & Sweller, 2005). The Present Research Study Research Questions 1- What is the cognitive load imposed by two different argument-counterargument integration strategies (weighing, and constructing a design claim)? 2- What is the impact of using the AVDs on amount of cognitive load, compared to using a less diagrammatic structure (linear list)? It is hypothesized that the weighing strategy would impose greater cognitive load, as measured by mental effort rating scale and time, than constructing a design claim strategy. As proposed by Nussbaum (2008), in using weighing strategy a larger number of disparate (non-integrative) elements must be coordinated and maintained in working memory. It is also hypothesized that the AVDs would reduce cognitive load, compared to a linear list, By helping individuals better connect, organize, and remember information (various arguments) (Rulea, Baldwin & Schell, 2008), and therefore freeing up processing capacity for essential cognitive processing (Stull & Mayer, 2007). The experimental design of the study consisted of four experimental groups that used strategies and two control groups. I tested the hypotheses of the study by using a randomized 2x3 factorial design ANOVA (two strategies prompt x AVD and non- AVD) with a control group included in each factor. Need for cognition (NFC), a construct reflecting the tendency to enjoy and engage in effortful cognitive processing (Petty & Cacioppo, 1986), was measured and used as an indication of participants\u27 tendency to put forth cognitive effort. Thinking and argument-counterargument integration processes took place through electronic discussion board (WebCampus), considering analysis questions about grading issue Should students be graded on class participation? I chose that analysis question as it represents an issue that is meaningful and important for college students, in that they can relate and engage easily in thinking about it. The results of the first research question pointed to a significant relationship between the complexity of an essay, as measured by complexity of weighing refutation, and cognitive load as measured by time and cognitive load scale. Weighing refutations also involved more mental effort than design claims even when controlling for the complexity of the arguments. The results also revealed that there was a significant interaction effect for NFC. The results of the second research question were non-significant. The results showed that the linear list that was used by the control group was as productive as the AVDs. There was no difference between the control and experimental groups in the amount of cognitive load that they reported in terms of mental effort and time spent on the thinking and integration process. Measuring the cognitive load of different argument-counterargument integration strategies will help inform instructional efforts on how best to teach these strategies, design effective instructional techniques for teaching critical thinking, and will also help provide theoretical insight in the cognitive processes involved in using these strategies

Cyclic creep behaviour of 99.85 percent pure copper

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Pharmacokinetics of cefquinome in goats after intramuscular administration alone and with meloxicam

Background: Nonsteroidal anti-inflammatory drugs and antibiotics are commonly prescribed together. We aimed to study the kinetic profile of cefquinome (2 mg/kg b.wt.) following intramuscular administration of it alone and co-administered with meloxicam (0.2 mg/kg b.wt.) in goats.Methods: Five Egyptian Baladi goats, each goat was injected intramuscularly at the dose rate of 2 mg/kg b.wt. Cefquinome into the deep gluteal muscle of hindquarter alone and then after fifteen days washout period, these animals also injected intramuscularly at the dose rate of 2 mg/kg b.wt. Cefquinome preceded with meloxicam at the dose rate of 0.2 mg/kg b.wt. The serum concentrations of cefquinome were detected by high performance liquid chromatography, two compartment model.Results: Following a single dose intramuscular administration of cefquinome alone, peak plasma concentration (1.71±0.0189 μg/ml) was obtained at 1.59±0.0038 h. The absorption half-life (t1/2ab), total body clearance (Cltot), elimination half-life (t1/2el) and area under curve (area under concentration (AUC(0-inf)) of cefquinome were 0.4±0.0028 h, 0.068±0.78 l/h/kg, 9.21±0.178h and 29.36±0.78 µg.h.ml-1, respectively. Following a single dose intramuscular co-administration of cefquinome and meloxicam, peak plasma concentration (1.60±0.0124 μg/ml) was obtained at 1.49±0.0092 h. The absorption half-life (t1/2ab), total body clearance (Cltot), elimination half-life (t1/2el) and area under curve (AUC(0-inf)) of cefquinome were 0.396±0.006 h, 0.094±0.25 l/h/kg, 6.5±0.221 h and 21.38±0.696 µg/h/ml, respectively. Non significant alters were reported in the parameters following co-administration of Cefquinome with meloxicam.Conclusions: From our results, may be concluded that intramuscular administration of meloxicam may be successfully co-administrated with cefquinome for combating bacterial infections with an inflammatory condition in goats without any antagonistic effect

Enhancing Teacher Awareness and Professionalism through Prolonged Critical Reflection: Influences of Socializing Forces on Educational Beliefs and Practice

A graduate course in curriculum and instruction was utilized as an intervention to enhance teacher awareness about their teaching practice. The researchers employed a purposeful and prolonged critical reflection approach for graduate students, who are also teachers, over a 15-week period. The teachers juxtaposed their prior experiences against a frame of educational philosophies. The researchers found that prolonged critical reflection about educational philosophies and associated approaches increased teacher ability to discern and disentangle their teaching dispositions from their teaching practices and articulate these distinctions. Additional significant outcomes included teachers questioning of socializing forces that influence their instruction, prompting action and agency. Similarly, teachers commented about gaining increased open-mindedness and a willingness to transform schools. Triangulation of data corpuses that included journal reflections/blogs, field notes, and assignments revealed four salient phases associated with their enhanced awareness and transformation: (1) Uncertainty, (2) Development and Growth, (3) Realization and Agency, and (4) Self-Characterization associated with this critical reflection process

Effect of Lavender Oil Inhalation on Injection Pain Intensity Among Children Undergoing Vaccination

Background: Pain control and management are the most critical aspects of basic needs, human rights, and nursing care in children. Aim: to evaluate the effect of lavender oil inhalation on injection pain intensity among children undergoing vaccination Design: A quasi experimental research design was utilized to fit the aim of the study. Setting: the study was conducted in selected governmental, ministry of health and population pediatric primary health centers (health offices). Sample: A purposive sample of 100 child, who attended primary health care centers to receive vaccination injections were enrolled either in control (50) or intervention (50) group randomly. Data collection tools: 1) Structured interview questionnaire, related to the personal characteristics of vaccinated children and nurses who give the vaccine; 2) The Modified Behavioral Pain Scale (MBPS) developed by Taddio et al. (1995). 3) cry duration measured in seconds. Results: There was a highly significant difference between the total pain scores and cry duration of control and intervention group immediately and five minutes after injection with p.≤ 0.05. There was a highly significant positive correlation between total scores of MBPS immediately and five minutes after injection with cry duration in control group. While there was a highly significant correlation between total scores of MBPS five minutes after injection and cry duration in intervention group (P ≤ 0.001). Conclusion: children who were in the intervention group and received lavender oil inhalation after the injection showed lower pain scores using the MBPS scale and shorter cry duration after vaccination injection than those who were in the control group. Recommendation: pediatric nurses need to conduct more strict experimental randomized trials on larger representative samples to evaluate effect of lavender oil inhalation on injection pain reduction among children. Keywords: pain, vaccination, children, pediatric nurses, lavender oil inhalation DOI: 10.7176/JHMN/73-08 Publication date: April 30th 2020

The acaricidal effect of peracetic acid against Boophilus annulatus and Argas persicus

The acaricidal activity of peracetic acid, PAA, against the cattle tick, Boophilus annulatus, and the fowl tick, Argas persicus was tested using filter paper contact bioassay. PAA had a great potential as acaricide and its effectiveness increased with increasing concentration and exposure time. Two minutes after treatment with 0.5%, PAA induced 100% mortality of both tick species and LC50 values for cattle and fowl ticks, after treatment for 30 min, were 0.06 and 0.05%, respectively. Following treatment with 0.25%, the LT50 values were 0.02 and 3.12 min, respectively. Furthermore, the detrimental effect of PAA against cattle tick extended beyond the adult stage, it significantly prolonged the preoviposition period, shortened the oviposition period, and decreased the mean number of the layed eggs, such parameters were 14.75 and 6.57 days, as well as 457.50, respectively, after treatment with 0.25% of PAA. Therefore, PAA is highly effective when used at lower doses and short exposure time. The high speed of killing ticks is very important for avoidance of the hazard ensued by pathogen transmission in the course of delayed mortality caused by the currently used acaricides

Potential of biologically active plant oils for controlling of Culex pipiens (Diptera: Culicidae)

The insecticidal effect of six commercially available plant oils was tested against 4 th larval instars of Culex pipiens. Larvae were originally collected from Meit El-Attar, Qalyubia Governorate, Egypt, and then reared in the laboratory until F1 generation. The LC50 values were 32.42, 47.17, 71.37, 83.36, 86.06, and 152.94 ppm for fenugreek (Trigonella foenumgrecum), earth almond (Cyperus esculentus), mustard (Brassica compestris), olibanum (Boswellia serrata), rocket (Eruca sativa), and parsley (Carum ptroselinum), respectively. The tested oils altered some biological aspects of C. pipiens, for instance, developmental periods, pupation rates, and adult emergences. The lowest concentrations of olibanum and fenugreek oils caused remarkable prolongation of larval and pupal durations. Data also showed that the increase of concentrations was directly proportional to reduction in pupation rates and adult emergences. Remarkable decrease in pupation rate was achieved by mustard oil at 1000 ppm. Adult emergence was suppressed by earth almond and fenugreek oils at 25 ppm. In addition, the tested plant oils exhibited various morphological abnormalities on larvae, pupae, and adult stages. Consequently, fenugreek was the most potent oil and the major cause of malformation of both larval and pupal stages. Potency of the applied plant oils provided an excellent potential for controlling C. pipiens